Chariho Regional School District - Science Curriculum September, 2016

ADVANCED CHEMISTRY CURRICULUM

Unit 1: Mathematical Representation in Chemistry

OVERVIEW

Summary

Measurements are fundamental to the experimental sciences. It is important to be able to take measurements and decide whether measurements make sense, are correct, and are represented properly. Students will be able to measure as accurately and precisely as possible, perform operations, calculate, and round the answers relevant to the context of the problems. In this unit, topics such as scientific notation, solving multi-step equations, rounding and order of operation will be reinforced in the context of chemistry problem solving. Content to Be Learned

● Convert measurements into scientific notation. ● Distinguish among accuracy, precision, and error of a measurement. ● Determine the number of significant figures in a measurement and in a calculated answer. ● List Standard International (SI) Units of measurement and common SI prefixes. ● Solve multi-step problems. ● Interpret results and determine the appropriateness of their responses.

Practices

● Using Mathematics and Computational Thinking ○ Mathematics and computational tools are central to science and engineering. ○ Mathematics enables the numerical representation of variables, the symbolic representation of

relationships between physical entities, and the prediction of outcomes. ○ Mathematics provides powerful models for describing and predicting such phenomena as atomic

structure, and quantum mechanics. Crosscutting Concepts ● Scale, proportion, and quantity. ● In considering phenomena, it is critical to recognize what is relevant at different measures of size,

time, and energy. ● Recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

Essential Questions ● Why is it important for scientists to measure accurately and precisely when conducting scientific

investigations? ● What are some ways scientists communicate their results to peers effectively and accurately? ● What are the SI based units for time, length, mass and temperature? ● How does adding a prefix change a unit? ● How are the derived units different for volume and density? ● Why use scientific notation to express numbers? ● How is dimensional analysis used for unit conversions? ● How do accuracy and precision compare? ● How can the accuracy of experimental data and percent error be described? ● What are the rules for significant figures and how can they be used to express uncertainty in the

measured and calculated values? ● Why are graphs created? ● How can graphs be interpreted?

Common Core Standards

● CCSS.ELA-LITERACY.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

● CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively. ● CCSS.MATH.PRACTICE.MP4 Model with mathematics. ● CCSS.MATH.CONTENT.HSN.Q.A.1 Use units as a way to understand problems and to guide the

solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

● CCSS.MATH.CONTENT.HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling.

● CCSS.MATH.CONTENT.HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Next Generation Science Standards

Unit 2: Atomic Structure

OVERVIEW

Summary Atoms are the basic building blocks of matter. Students will be introduced to the structure of an atom, using a periodic table they will be able to determine the number of protons, neutrons and electrons of an element. Students will begin to see patterns (both horizontal and vertical) in the periodic table. Based on the number of electrons in the outer shell, students will gain an understanding of how atoms become charged and react with one another. This unit is a foundation for the unit on Chemical Bonding. Content to Be Learned

● Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons.

● Introduction to the periodic table and its patterns. ● The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and

places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states.

● A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

Practices

● Developing and using models of atomic structure. ● Planning and carrying out Investigations. ● Using mathematics and computational thinking in location of electrons in the atomic model.

Crosscutting Concepts

● Patterns. ● Stability and change.

Essential Questions

● How has our understanding of the atom evolved over time? ● How does the nature of an atom determine its properties, the way it reacts with other atoms to form

compounds, and its behavior with other chemicals? ● Why was the periodic table developed? ● What makes the periodic table periodic? ● What are the similarities and differences of the atomic models of Democritus, Aristotle and Dalton? ● How was Dalton’s theory used to explain the conservation of mass? ● How is the atomic number used to determine the identity of an atom? ● What is an isotope? ● Why are atomic masses not whole numbers? ● Given the mass number and atom number, how are the number of electrons, protons and neutrons in an

atom calculated? Next Generation Science Standards

Unit 3: Chemical Bonding

OVERVIEW

Summary

Chemical bonding is the electrostatic interaction of charged atoms. Students will be introduced to the measures used to determine the strength of these bonds based on the ability of atoms to compete for electrons. This knowledge will ultimately lead to an understanding of the physical and chemical properties of substances.

Content to Be Learned ● Determine the number of valence electrons in an atom of a representative element. ● Explain how the octet rule applies to atoms of metallic and nonmetallic elements. ● Describe how cations and anions form. ● Describe the physical and chemical properties of ionic, covalent, and metallic compounds. ● Describe the information provided by a chemical formula. ● Compare and contrast the relative positions that electrons take in ionic, covalent, and metallic bonding. ● Describe how atoms form single, double, and triple covalent bonds. ● Distinguish between a covalent bond and a coordinate covalent bond and describe how the strength of a

covalent bond is related to the dissociation energy. ● Describe how oxygen atoms are bonded in ozone. ● Describe the relationship between atomic and molecular orbitals. ● Describe how VSEPR theory helps predict the shapes of molecules. ● Identify ways in which orbital hybridization is useful in describing molecules. ● Describe how electronegativity values determine the distribution of charge in a polar molecule. ● Describe what happens to polar molecules when they are placed between oppositely charged metal

plates. ● Describe how the magnitude of the electronegative difference determines the type of chemical bond. ● Evaluate the strength of intermolecular interactions in ionic, covalent, metallic bonds. ● Identify the reason why network solids have high melting points.

Practices

● Demonstrate how electron dot, and lewis structures represent the electrons in chemical bonds. Crosscutting Concepts

● Energy and matter flow into, out of, and within a system. Essential Questions

● How does the atomic structure affect interactions between atoms? ● How does the type of chemical bond affect the physical and chemical properties of a compound? ● How does the knowledge of chemical bonding allow chemists to design chemicals with specific

properties? ● Why does matter organize itself? ● What holds atoms together in a chemical bond? ● How do positive and negative ions form? ● How does ionic formation relate to electron configurations? ● How do ionic bonds form? ● What can you conclude about the strength of ionic bonds based on their physical properties? ● What is a formula unit? ● How do you write formulas for compounds composed of different ions and oxyanions? ● What are the naming conventions for ionic compounds and oxyanions? ● What are the characteristics of a metallic bond? ● How can you compare and contrast the differences in ionic and covalent bonding? ● How does the octet rule apply to atoms that form vocalent bonds? ● Why do atoms form single, double and triple covalent bonds? ● How are the relative strengths of covalent bonds related to their physical properties?

● How do you name binary molecular compounds from its molecular formula? ● How are acids and bases named? ● What is USEPR bonding theory? ● How can you use USEPR model to predict the shapes and bond angles of a molecule? ● How is electronegativity used to determine the type of bond? ● How do polar and nonpolar molecules compare and contrast?

Next Generation Science Standards

Unit 4: Chemical Reactions

OVERVIEW

Summary

The entire world is based on the ebb and flow of energy from chemical reactions. The Law of Conservation of Mass states that the total mass of the reactants will equal the total mass of the products. Students will learn to identify, name, and balance chemical reactions in preparation for stoichiometry (the mathematics of chemistry). Content to Be Learned

● Describe how to write a word equation. ● Describe how to write a skeleton equation. ● Describe the steps for writing a balanced chemical equation. ● Describe the six general types of reactions. ● Predict the products of the six general types of reactions. ● Describe the information found in a net ionic equation. ● Predict the information of a precipitate in a double replacement reaction.

Practices

● To use chemical reactions to predict the products of chemical experiments.

Crosscutting Concepts ● Patterns. ● Different patterns may be observed at each of the scales at which a system is studied and can provide

evidence for causality in explanation of phenomena. Essential Questions

● Why do the elements and compounds in chemical equations react together to form new products? ● Why is it necessary to balance chemical reactions? ● What factors identify the types of chemical reactions? ● How are the types of chemical reactions used to predict the products of a reaction? ● How are chemical reactions represented? ● Why do you balance a chemical reaction and how is this accomplished? ● What are the classifications of chemical reactions? ● How are complete ionic and net ionic equations written for chemical reactions in aqueous solutions?

Next Generation Science Standards

Unit 5: Stoichiometry

OVERVIEW

Summary

Stoichiometry is the study of the quantitative relationships between reactants and products in a chemical reaction. In this unit, students will learn how to interpret the expanded mole diagram. They will use dimensional analysis to convert moles, mass, numbers, volumes of reactants to moles, mass, numbers, volumes of product. Content to Be Learned ● Explain how balanced equations apply to both chemistry and everyday situations. ● Interpret balanced chemical equations in terms of moles, representative particles, mass and gas volumes

at STP. ● Construct mole ratios from balanced chemical equations and apply these ratios in stoichiometric

calculations. ● Calculate stoichiometric quantities from balanced chemical equations using units of moles, mass,

representative particles, and volumes of gases at STP. ● Identify the limiting reagent in a reaction. ● Calculate theoretical yield, percent yield, amount of excess reagent that remains unreacted given

appropriate information. Practices

● Constructing and revising an explanation based on valid and reliable evidence.

Crosscutting Concepts

● Energy and matter flow into, out of, and within a system. Essential Questions

● What does a mole represent and why is it such a large number? ● What is the role does law of conservation of mass play in stoichiometric equations? ● Why is the actual yield less than the theoretical yield in a chemical reaction? ● Why is it important to use a balanced chemical equation when solving stoichiometry problems? ● How does dimensional analysis, factor label, help chemists solve stoichiometry problems? ● What is the difference between limiting reactant and excess reactant? ● How is stoichiometry used in industry? ● What relationships can be derived from a balanced chemical reaction? ● How are mole ratios written from a balanced chemical reaction? ● What is the sequence of steps used in solving stoichiometry problems? ● In a chemical reaction, how do you determine the limiting reagent? ● How is the mass of the products calculated when more than one reactant is given? ● What are the differences between theoretical and actual yields of a chemical reaction? ● How do you calculate percent yield for a chemical reaction?

Next Generation Science Standards

Unit 6: States of Matter

OVERVIEW

Summary Matter exists in many forms. The physical properties of crystals, solids, liquids, gases and plasma and their solutions in conjunction with temperature and pressure effect changes in the constitution of chemical reactions. Students will gain an in-depth knowledge of how physical properties interact with one another in the lab and the world at large.

Content to Be Learned ● Describe the assumptions of the kinetic theory as it applies to physical states and chemical reactions. ● Interpret gas pressure in terms of kinetic theory. ● Define the relationship between Kelvin temperature and average kinetic energy. ● Identify factors that determine physical properties of a liquid. ● Define evaporation in terms of kinetic energy. ● Describe the equilibrium between solid, liquid, gas, and plasma. ● Evaluate the way particles are organized in solids, liquids, gases and plasmas. ● Identify the factors that determine the shape of a crystal. ● Identify the conditions necessary for sublimation. ● Describe how equilibrium conditions are represented in a phase change. ● Describe the three factors that affect gas pressure. ● Describe the interrelationships between temperature, pressure, and volume of a gas. ● Use Boyles, Charles, Combined Gas Law, and the Ideal Gas Law to solve problems. ● Compare and contrast real and ideal gases. ● Relate the total pressure of a mixture of gases to the partial pressure of component gases. ● Explain how the molar mass of a gas affects the rate at which the gas diffuses and effuses.

Practices

● Constructing and revising an explanation based on valid and reliable evidence. Crosscutting Concepts

● Energy and matter flow into, out of, and within a system. Essential Questions

● How is the food you eat chemically recombined to create the molecules needed to sustain life? ● How is the kinetic-molecular theory used to explain the behavior of gases? ● Why does mass affect the rates of diffusion and effusion? ● How is gas pressure measured and how is the partial pressure of a gas calculated? ● What are intramolecular forces? ● How do intermolecular forces compare? How do they contrast? ● How do the arrangements of particles in liquids and solids differ? ● What are the factors that affect viscosity? ● How are the unit cell and crystal lattice related? ● How can the addition and removal of energy cause a phase change?

● What is a phase diagram? Next Generation Science Standards

Unit 7: Thermodynamics

OVERVIEW

Summary

Thermodynamics is the study of potential and kinetic energy transformations; especially heat during chemical reactions. Students will be introduced to the concepts of enthalpy, entropy and Gibbs free energy and the meaning of their signs. These formulations are quantifiable and are essential components in determining the spontaneity of chemical reactions. Content to Be Learned

● Explain how energy, heat and work are related. ● Classify processes as either exothermic or endothermic. ● Identify the units used in heat transfer. ● Distinguish between heat and specific heat.

● Describe how calorimeters are used to measure heat flow. ● Construct thermochemical equations. ● Solve for enthalpy changes in chemical reactions by using heats of reaction. ● Classify the enthalpy change that occurs when a substance melts, ● Freezes, boils, condenses, or dissolves. ● Solve for the enthalpy change that occurs during the above. ● State Hess’s Law of heat summation and describe how it is used in chemistry. ● Solve for enthalpy changes by using Hess’s law using standard heats of formation.

Practices

● Constructing and revising an explanation based on valid and reliable evidence. Crosscutting Concepts

● Energy and matter flow into, out of, and within a system. Essential Questions

● How do you determine if a chemical reaction is endothermic or exothermic? ● How do you determine if a chemical reaction will create more or less disorder? ● How are the natural tendencies of the universe reflected in the meaning of the signs of enthalpy, entropy,

and Gibb’s free energy? ● According to the natural tendencies of the universe and the laws of thermodynamics, explain why you

exist? ● How is the food you eat chemically recombined to create the molecules needed to sustain life? ● What is energy? ● How do potential and kinetic energy differ? ● How can chemical potential energy be related to the heat lost or gained in chemical reactions? ● How is the amount of heat absorbed or released by a substance calculated as its temperature changes? ● What do enthalpy and enthalpy change mean in terms of chemical reactions? ● How are thermochemical equations for chemical reactions written? ● How is energy lost or gained during changes of state? ● How do you calculate the heat that is absorbed or released in a chemical reaction? ● How is Hess’s law applied to calculate the enthalpy change for a reaction? ● What is the difference between spontaneous and non-spontaneous processes? ● How do changes in enthalpy, entropy and free energy determine the spontaneity of chemical reactions?

Next Generation Science Standards

Unit 8: Nuclear Chemistry

OVERVIEW

Summary

Nuclear chemistry is the study of the nucleus of an atom and it processes. The nucleus holds the key to awesome power, in terms of peaceful uses (i.e. carbon dating or treating cancer) to the ultimate destructive instrument ever conceived by mankind (i.e. fission and fusion bombs). Students will be introduced to connections that exist between the tiny nucleus of atoms and the world we live in. Content to Be Learned

● Describe how an unstable nucleus releases energy. ● Describe the three main types of nuclear radiation. ● Determine the type of decay a radioisotope undergoes. ● Explain the ways nuclear transmutation occur.

● Write the nuclear reactions for the half-life of a radioactive substance. ● Describe the events in a nuclear chain reaction. ● Compare and contrast fission and fusion nuclear reactions. ● Describe how nuclear chemistry is used in peace and war.

Practices

● Constructing and revising an explanation based on valid and reliable evidence. Crosscutting Concepts

● Energy and matter flow into, out of, and within a system. Essential Questions

● How are radioisotopes used in medicine? ● What is the difference between conventional explosives and nuclear weapons? ● How does fission reactions differ from fusion reactions? ● How does the knowledge of nuclear reactions play into the world political scene? ● How has the advent of the “Bomb” kept the world at peace? ● How was radioactivity discovered and studied? ● What is the relationship between unstable nuclei and radioactive decay? ● How are alpha, beta and gamma radiation characterized in terms of mass, change speed and ionization

energy? ● How are nuclear equations balanced? ● How are mass and energy related? ● How do nuclear fission and nuclear fusion compare and contrast? ● What is the process by which nuclear reactors generate electricity? ● What are several methods used to detect and measure radiation? ● How is radiation used in the treatment of diseases? ● What are some of the damaging effects of radiation on biological systems?

Next Generation Science Standards